Foundation Phase Teachers’ Perceptions of Implementing Formative Assessments in Teaching Reading: A Systematic Review

Abstract

Reading is a foundational skill that supports learning across all subjects and is particularly critical in the early years of schooling. In South Africa, English is taught as a First Additional Language in many primary schools, yet it also functions as the medium of instruction in higher education. This dual role emphasizes the need to develop strong reading skills from the Foundation Phase to ensure long-term academic success. Within this context, formative assessment is a key tool for supporting reading development, especially in classrooms where learners face systemic challenges. However, despite its recognized value, limited research has examined Foundation Phase teachers’ perceptions and practices in implementing formative assessment for reading instruction. This study presents a systematic review of literature examining teachers’ perceptions, experiences, and challenges in applying formative assessment to reading. Drawing on Vygotsky’s socio-cultural learning theory, the review synthesized qualitative data from peer-reviewed studies and employed thematic analysis to identify key patterns and insights. The study was guided by the following research questions: a) What does existing literature reveal about Foundation Phase teachers’ perceptions the role and implementation of formative assessment in teaching reading? (b) What challenges and barriers do teachers encounter when implementing formative assessment in reading instruction? Findings reveal that teachers value formative assessment for its potential to enhance reading outcomes and learner engagement. However, their effective use of these strategies is constrained by systemic barriers including large class sizes, limited resources, inadequate training, time constraints, and curriculum demands. These barriers are further intensified by challenging socio-economic conditions that shape classroom realities. This study contributes to the growing body of knowledge on formative assessment in early literacy by highlighting both its pedagogical promise and its practical challenges. It offers recommendations for teacher professional development, policy support, and classroom practice to promote sustainable formative assessment approaches that strengthen reading instruction and improve learner outcomes in South African Foundation Phase classrooms.